摘要：
以455名武汉某小学四、五、六年级的儿童为被试,采用同伴提名法、班级戏剧问卷,考察了社会喜好在不同类型攻击行为与受欺负之间的中介效应及性别差异.结果表明:(1)小学儿童的外部攻击、关系攻击、社会喜好与受欺负之间均存在显著相关;其中男生的外部攻击与社会喜好、关系攻击与社会喜好的相关系数均显著高于女生;(2)小学儿童在外部攻击和社会喜好维度上得分存在显著的性别差异,男生的外部攻击得分显著高于女生,社会喜好得分显著低于女生;(3)社会喜好分别在外部攻击、关系攻击与受欺负之间存在中介效应,且中介模型中的路径系数存在性别差异.在外部攻击模型中,男生的外部攻击对其社会喜好的预测作用显著高于女生,而外部攻击对其受欺负的预测作用显著低于女生,社会喜好对受欺负的预测系数不存在性别差异;在关系攻击模型中,男生的关系攻击对其社会喜好的预测作用显著高于女生,关系攻击对受欺负的预测不存在性别差异,男生的社会喜好对其受欺负的预测显著低于女生.Based on the previous research, the social roles hypothesis and peer - socialization model( Rose & Rudolph, 2006), the present study supposes that the discussion of whether or how social preference and different kinds of aggression( overt aggression and re- lational aggression)interact in influencing children~ victimization and of the gender difference in the interaction is of great significance for more accurate understanding of the occurrence mechanism of children 's victimization and the more effective intervention. So, the main purpose of this study is to test the mediating effects of social preference between overt aggression, relational aggression and victimi- zation separately and their gender differences. The present study selected 455 children(251 boys and 204 girls) from grade 4 to grade 6 as participants from elementary school in Wuhan. Data on social preference were coUected through peer nomination of liking and disliking, whereas data on overt aggression, re- lational aggression and victimization were measured through the Class Play Questionnaire by Masten. The results were as follows: 1. The correlation among all the variables were significant, and the correlation between overt aggression and social preference (Zr= 4. 669, p 〈. 001 ), relational aggression and social preference (Zr = 3. 452, p 〈. 001 ) for boys were higher than for girls. 2. The gender differences were significant in overt aggression and social preference ( F = 12. 521, p 〈. 001 ). To be specific, overt aggression in boys were higher than in girls (Mboys =. 032, Mgirls =. 020, F = 7. 166, df= 1, p 〈. 01 ), social preference in girls were higher than in boys(Mboys = -. 009, Mgirls =0. 011, F =5.015, df= 1, p 〈. 01 ). 3. There were mediating effeets of social preference between overt aggression and victimization as well as between relational aggres- sion and victimization, and the gender difference of mediating effects were significant. In the overt aggression model, overt aggressio
期刊：
School Psychology International,2013年34(6):630-647 ISSN：0143-0343
通讯作者：
Zhou, Zongkui
作者机构：
[Yuan Tian; Zongkui Zhou] Cent China Normal Univ, Wuhan, Hubei, Peoples R China.;[Hanying Tang; Hua Wei; Fengjuan Zhang; Zongkui Zhou] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Chelsey M. Morrison] Wheaton Coll, Wheaton, IL 60187 USA.;[Zongkui Zhou] Cent China Normal Univ, Sch Psychol, Key Lab Adolescent CyberPsychol & Behav CCNU, Minist Educ, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhou, Zongkui] C;Cent China Normal Univ, Sch Psychol, Key Lab Adolescent CyberPsychol & Behav CCNU, Minist Educ, Wuhan, Hubei, Peoples R China.
关键词：
Chinese high school students;cyberbullying;intervention;risk factors
摘要：
Cyberbullying has become a common occurrence among adolescents worldwide; however, it has yet to receive adequate scholarly attention in China, especially in the mainland. The present study investigated the epidemiological characteristics and risk factors of cyberbullying, utilizing a sample of 1,438 high school students from central China. Findings revealed that cyberbullying among high school students in the heartland of central China is relatively common with 34.84% (N = 501) of participants reported having bullied someone and 56.88% (N = 818) reported having been bullied by online. Significant gender differences were found, suggesting that boys are more likely to be involved in cyberbullying both as perpetrators and victims. Students with lower academic achievement were more likely to be perpetrators online than were students with better academic achievement. Students who spend more time on online, have access to the internet in their bedrooms, have themselves experienced traditional bullying as victims, and are frequently involved in instant-messaging and other forms of online entertainment are more likely to experience cyberbullying. Increased parent and teacher supervision reduced students’ involvement in cyberbullying. Implications for intervention are explored.
